Open AccessImpact of blended learning instruction in academic performance of grade 10 students in a selected private high school in San Juan City, Philippines
Author(s) -
A. I. Hipol,
Ruel R. Cabahug,
R. Bongon
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1470/1/012052
Subject(s) - blended learning , significant difference , test (biology) , mathematics education , psychology , achievement test , academic achievement , educational technology , standardized test , mathematics , statistics , paleontology , biology
The study aimed to determine if blended learning instruction positively affected students’ academic performance in a specific Science topic. Furthermore, it tried to determine if there was a difference in students’ academic performance who were subjected to 20% blended learning instruction and 60% blended learning instruction. The study made use of a pre-test and post-test which were based on standardized tests. After asking permission from Xavier School and upon the approval to conduct the study, the researcher personally conducted the study to a controlled and an experimental group. After which, data were collected, checked and tallied. These were encoded and analyzed using Stata. T-test and ANOVA were used to determine the difference between the pre-test and post-test scores of the two groups. Evaluation of the blended learning lesson plan was also done through Google forms to verify the results. The study revealed that there is a significant difference between the pre-test and post-test scores of the classes. This implied that the BLP helped the students comprehend the lesson. Furthermore, the findings showed that there is a significant difference between the post-test scores of the experimental and controlled group in favor of the experimental group. This implied that 60% blended learning instruction is more effective than 20% blended learning instruction.